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Running Head: Challenging Change

Conflict Resolution Analysis and Plan

Selena Frizzley
ECC 516: Family Systems and Conflict Management
City University of Seattle
Dr. Dave Khatib

Developing the skills and habits to continually try and utilize different teaching strategies
can be a positive benefit for students in our schools. Keeping the students engaged and
motivated can be a difficult task in today's schools. It is by encouraging a growth mindset and
helping students to find their own drive and passion for learning that we can truly increase
motivation (Drake, Reid & Kolohon, 2014). In this paper I will write about my process of
introducing a new and innovative approach to learning environment and instruction and how it
was received by the staff. I will reflect on my conflict and resolution practices to see how I
could be more effective in the future.
Flexible Learning Strategies focuses on meeting the specific needs of my students as
learners. There is a need for flexibility in learning environment and instruction which can easily
be attained in a calm and comfortable environment using a different approach to learning and
instruction. I have a great variety of diversity in my classroom with a number of different learner
needs and levels. To meet the needs of all of my students, to reduce anxiety, and to support
learning I have adopted Flexible Learning as an alternative instructional strategy. I taught in a
school that used the Flexible Learning model based on the high school re-design and I wanted to
take it out of a high school perspective and put it into an elementary classroom (Alberta
Education, 2011). The test is to see if younger students can rise to the challenge of a flexible
learning environment and maintain balance in learning and achievement.
Based on evidential research, Flexible Learning is a new instructional strategy,
implemented in the High School redesign, which focuses on providing students with choice as
well as promoting independence, creativity, innovation, creative thinking and entrepreneurial
spirit.

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Running Head: Challenging Change

According to our Key Curricular Competencies we want our students to be Confident,

contributors, flexible, intentional, positive and strategic (Alberta Education, 2010). In order to
accomplish this strategy, we also need our students to have the opportunity to receive instruction
through flexible learning. These are beneficial competencies for all grade levels and all students.
In order to be innovative and model entrepreneurial spirit, I need to be flexible and
adaptable. Providing options of what, where, when, and how to learn, gives the students the
opportunity to make choices considering their own learning style (Alberta Education, 2010).
These choices, based on learning needs, desires and personal circumstances, are all necessary
when teaching using Flexible Learning Strategy. In doing so, according to Hill, teachers soon
will begin to take on more of a guiding role as the emphasis is placed on giving learners choice
and autonomy (Hill, 2006).
One of the goals of Flexible Learning Strategy is the building up of students motivation
by giving them autonomy over their learning. In doing so, the students gain more of a vested
interest in their own learning and become more engaged and motivated to learn. Meaningful
achievements are guided by having autonomy over one's learning (Pink, 2009). Flexible
Learning Strategies can help in the goal of developing lifelong learners. This model allows
students to choose what they study and to teach their classmates what they have learnt. (Pink,
2009). Such an opportunity further allows students the opportunity to develop passion and
expertise. Developing a classroom of teachers is, in effect, developing a classroom of learners
(Pink, 2009). This directly reflects the vision of learning that I have for my class and which
Flexible Learning Strategies enables me to achieve.

Flexible Learning Strategy incorporates a large range of learning choices. Students are
given choice of what they want to learn and choice about developing their own schedule for the
day. Time is provided to work on projects, collaboratively or individually, and to promote
independence in terms of scheduling and pacing. There is also more opportunity for project
based learning rather than teacher directed learning. Flexible learning allows for a wide range of
learning opportunities for the individual learner (Alberta Education, 2009).
In introducing this topic to my staff during a professional development day, I felt
confident that the staff would be as enthusiastic about Flexible Learning as I am. I provided the
staff with the specific handout that I use with my grade six class and gave them an example of
how the typical day of flexible learning would look and feel. I was unexpectedly met with
opposition, as staff were not interested in trying something new, did not have time for this type of
learning style, and did not feel that this would be an effective way to teach Elementary Students.
I was told this is more of a Junior High philosophy and would not work in an Elementary setting.
Although currently teaching in an Elementary School, the perception by the staff is that I
am a Junior High Teacher and have junior high notions that do not have the potential to succeed
in an elementary school. My first step was to break Flexible Learning Strategies into the facts
for the staff. The first, being that I am using this strategy with Elementary students and have
found many successes with this style of instruction for the last few years. The next step, was to
open up the floor for discussion and encourage others to engage in dialogue with me regarding
this teaching strategy and to express to me what is holding them back from trying something new
(Patterson, Grenny, McMillan & Switzler, 2011). Is it that this is based on High School

Redesign? Is it due to my time teaching in a Junior High that they do not feel comfortable with

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Running Head: Challenging Change

my ideas? Or are there elements of this type of learning strategy that they would be open to try
within their classes?
For the next meeting with my staff regarding Flexible Learning Strategies, I wanted to
have my facts ready and supported with articles. The articles focused on the benefits of Flexible
Learning Strategies and the impact on student engagement (Alberta Education, 2007). I
presented the staff with surveys from my previous school which highlighted student engagement
through the Tell Them From Me Survey and the impact that flexible learning has had on my
students. I felt that if they had more facts they may better understand the Flexible Learning
Strategy and be more willing to engage in a dialogue with myself and their peers (Patterson,
Grenny, McMillan & Switzler, 2011).
My next step to increase dialogue was to Start with the Heart and focus on what I
desired to achieve (Patterson, p.33). In order to succeed in my own goal of having all the staff
try Flexible Learning Strategy I needed to have more data to help and support me. My next step
involved inviting my Superintendent in for the day to provide me with feedback on this strategy.
The Superintendent provided me with encouraging feedback and wrote positively about his
experience in my classroom in a blog post. I felt that at this point I truly had the facts, a story
and a good understanding of what I wanted to achieve, when approaching the staff next.
For my next conversation with the staff, I began with a clarification of my purpose, which
was to introduce Flexible Learning Strategy to them as something to try with their class for the
benefit of student engagement. In doing so I felt that I was creating a Mutual Purpose
(

Patterson p.94). We spent time brainstorming ideas of how parts of this strategy could be used

within their classes. We reflected on small wins and tried to create change a small step at a time,

instead of a leap (Kouzes & Posner, 2007). I continued to encourage everyone to stick with the
facts, of what we felt was truly an attainable goal for an Elementary classroom. In doing so staff
felt open to dialogue and the conversation was free flowing.
I truly felt that as a whole we had moved past making excuses and began to move
forward into making a commitment to be open to change and to challenge ourselves to do more.
We moved into more of a growth mindset and a willingness to try new things and grow and
change just as we want for our students. My Superintendent challenged me to get my staff on
board and to have more of them dedicate time to Flexible Learning Strategies. I feel that I have
begun to start this process and to encourage the staff to continue to think about what else we can
do to promote student engagement.
Over the last few years a great deal of scientific research has focused on motivation and
student engagement. Studies, such as Pinks, suggest that once basic needs are satisfied, humans
(and most animals) are motivated by autonomy, mastery, and purpose (Pink, 2009). The Flex
Fridays, were designed to tap into the idea of motivating ones self for our own mastery. There is
also a lot of research on the concept of efficacy and how having some control over decisions and
facing new challenges (like setting up your own timetable) can be a powerful motivator. One of
the most powerful tools we have at our disposal is feedback about student learning (Pink, 2009).
I believe one of the benefits of Flexible Learning approaches is the opportunity to provide
continual feedback and coaching. All teaching requires challenging students in different ways. It
was interesting and rewarding to watch the students be engaged and motivated by change and I
am hoping that my staff will be motivated and challenged by this change also.

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Running Head: Challenging Change

References

Alberta Education. (2011). Framework for Student learning: Competencies for engaged thinkers

and ethical citizens with an entrepreneurial spirit. Retrieved April 24, 2016 from

https://archive.education.alberta.ca/media/6581166/framework.pdf.

Drake, S. M., Kolohon, W., & Reid, J. L. (2014). Interweaving curriculum and classroom
assessment: Engaging the 21st century learner. ON: Oxford University Press.
Hills J. (2006) Flexible learning environments: Leveraging the affordances of flexible delivery
and flexible learning. The University of Georgia, USA.
Government of Alberta. (2013). Ministerial Order. Edmonton, Alberta: Government of Alberta.
Retrieved from
https://archive.education.alberta.ca/media/6951645/skmby_c36413050707450.pdf
Kouzes, J. M., Posner, B. Z., & NetLibrary, I. (2007). The leadership challenge (4th ed.). San
Francisco, CA: Jossey-Bass.
Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2011). Crucial conversations (2nd ed.)
McGraw-Hill.
Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY.
Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The Strategic Teacher: Selecting the Right
Research-Based Strategy for Every Lesson. Alexandria, VA: ASCD.
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